Horizontal Priorities – KA2 Strategic Partnerships (higher education, school education, vocational education and training, adult education, field of youth)

 

  • Supporting individuals in acquiring and developing basic skills and key competences, in order to foster employability and socio-educational and personal development, as well as participation in civic and social life; in a fast-changing world, this also includes language skills, entrepreneurial mind-set, critical thinking and creativity, as well as forward-looking skills in fields that are strategic for smart economic and social development. This priority will include, among others, actions to: develop partnerships between learning institutions, businesses and intermediary bodies; support work-based learning; improve the quality and effectiveness of learning mobility experiences; support effective and innovative pedagogies, teaching, assessment and learning environments; apply competence-based approaches and assess their quality, impact and relevance; promote interdisciplinary co-operation in science, technology, engineering, arts and maths (STE(A)M) fields; support the development of national and cross-country sectoral skills strategies. This can contribute to higher quality of education and training and support permeability between the different education and training pathways.

 

  • Social inclusion: priority will be given to actions that help address diversity and promote –in particular through innovative and integrated approaches– ownership of shared values, equality, including gender equality, and non-discrimination and social inclusion, including for people with health-related conditions, through education, training, youth and sport activities. The Programme will support projects that aim to foster the development of social, civic and intercultural competences, online safety and digital well-being, and tackle discrimination, segregation, racism, bullying (including cyberbullying), violence, fake news and other forms of online misinformation. The Programme will also sup-port and assess new approaches to reducing disparities in access to and engagement with digital technologies in formal and non-formal education. Particular attention will be given to addressing gender differences in relation to the access and use of digital technologies and the uptake of studies and careers in ICT by female students.

 

  • Open education and innovative practices in a digital era: priority will be given to actions that promote innovative pedagogies and methods for teaching, learning and assessment, and that support educators and learners to use digital technologies in creative, collaborative and efficient ways. Priority will be given to supporting educational and training institutions to take up digital technologies as set out in the European Framework for Digitally Competent Educational Organisations, and the Digital Education Action Plan, including in particular the use of the SELFIE self-reflection tool for general education and VET schools at all levels. A further priority will be updating and developing digital learning materials and tools, in particular Open Educational Resources, open textbooks, and Free and Open Source Educational Software, as well as supporting the effective use of digital technologies and open pedagogies in education, training, youth and sport. This will include fostering synergies with research and innovation activities, and therefore includes Open Science and promoting new technologies as drivers of improvements in education, training, youth and sport policies and practices. The Programme will also support new teaching methods and tools and the use of the European frameworks on the digital competence of educators, citizens and organisations.

 

  • Supporting educators: priority will be given to actions that strengthen the recruitment, selection and professional development of educators (e.g. teachers, trainers, professors, tutors, mentors, coaches), youth workers, educational leaders (e.g. school heads, rectors, department heads) and support staff (e.g. teaching assistants, career counsellors, human resource specialists in companies) as well as to actions supporting high-quality and innovative teaching and learner assessment. This includes professional development on such issues as communication, collaboration and ex-change among educators, linking education with research and innovation, work-based and informal learning, dealing with early school leaving, supporting learners from disadvantaged backgrounds, and dealing with cultural and linguistic diversity.

 

  • Transparency and recognition of skills and qualifications: priority will be given to actions that support learning and labour mobility and facilitate transitions between different levels and types of education and training, between education/training and the world of work, and between different jobs. Priority will be given to actions enabling and promoting automatic mutual recognition, as well as transparency and comparability of qualifications and learning outcomes, including through the provision of better services and information/guidance on skills and qualifications. This includes promoting innovative solutions to improve recognition and supporting the validation –at local, regional, national or European/international level– of competences acquired through informal and non-formal learning, including the use of digital badges and blockchain technologies.

 

  • Sustainable investment, quality and efficiency of education, training and youth systems: priority will be given to actions supporting the implementation of the Investment Plan for Europe, including by promoting funding models at-tracting private actors and capital such as the European Student Loan Guarantee Facility; supporting the development of evidence-based policies and reforms that aim at delivering quality education and training more efficiently; exploring innovative ways to ensure sustainable investment in education, training and youth, including performance-based fund-ing and cost-sharing, where appropriate.

 

  • Social and educational value of European cultural heritage, its contribution to job creation, economic growth and social cohesion: priority will be given to actions contributing to raising awareness of the importance of Europe’s cultural heritage through education, lifelong learning, informal and non-formal learning, youth as well as sport, including actions to support skills development, social inclusion, critical thinking and youth engagement. New participatory and intercultural approaches to heritage, as well as educational initiatives aimed at fostering intercultural dialogue involving teachers and pupils from an early age will be promoted.